Emergency remote teaching during COVID-19 pandemic lockdown: Nigeria University students' perspective

Authors

  • Obiageli Ifeoma Ikwuka Nnamdi Azikiwe University Awka
  • Amaka Charity Okoye Kogi State University Anyigba, Nigeria
  • Samuel Ade Olanikawu Kogi State University. Anyigba, Nigeria
  • Victoria Chidiebele Udenwa Nnamdi Azikiwe University Awka, Nigeria
  • Chinyere Celina Okoye Nnamdi Azikiwe University Awka, Nigeria
  • David Chibuike Ikwuka Nnamdi Azikiwe University Nnewi Campus

DOI:

https://doi.org/10.31646/gbio.126

Keywords:

Emergency Remote Teaching, COVID-19, Pandemic, Students’ Perspective

Abstract

This study reports the viewpoints of students on Emergency Remote Teaching (ERT) in tertiary institutions in Nigeria during the COVID-19 induced schools’ closure. Three research questions guided the study. The descriptive survey design was adopted. A total of 1017 students formed the population for the study. Sample size of 100 students were drawn using simple random sampling technique. A 32 item structured questionnaire titled ‘Students’ View on Emergency Remote Teaching (SVERT)’ validated by experts with a reliability coefficient of 0.78 was used as instrument for data collection. Data was analysed using frequency, percentage and mean. The findings revealed the educational media used by NAU and KSU lecturers for ERT. It further revealed that students were satisfied with the coverage of course contents, but not fully satisfied with ERT due to inadequacy of learning activities, which led to boredom amongst isolated learners. It also found out that challenges experienced during ERT include high cost of data for internet subscription, inadequate electricity supply to keep device always charged before lectures, among others. The study recommended among others that ERT sessions should be designed with relevant and highly engaging and interactive learning activities to reduce boredom among isolated learners during learning.

Author Biography

David Chibuike Ikwuka, Nnamdi Azikiwe University Nnewi Campus

David Chibuike Ikwuka is a leading researcher in Biomedicine known for his leadership skills and research potential. He is currently a Faculty member in the Department of Physiology, Nnamdi Azikiwe University, Nnewi Campus, Nigeria where he teaches human physiology and mentors research projects in biomedicine of medical and paramedical students in College of Health Sciences, Nnamdi Azikiwe University Nnewi, Nigeria. He is currently pursuing a Ph.D in Physiology at the Department of Physiology, University of Nigeria Enugu Campus, Nigeria. His research interest includes Reproductive Physiology, Blood Physiology, Environmental Physiology & Medical Education. He has authored and co-authored several publications, invited and peer-reviewed several manuscripts for high impacted Journals, and seats as editorial board member for a few Journals.

Downloads

Published

2021-10-06

How to Cite

Ikwuka, O. I., Okoye, A. C., Olanikawu, S. A., Udenwa, V. C., Okoye, C. C., & Ikwuka, D. C. (2021). Emergency remote teaching during COVID-19 pandemic lockdown: Nigeria University students’ perspective. Global Biosecurity, 3(1). https://doi.org/10.31646/gbio.126

Issue

Vol. 3 (2021)

Section

Research Articles

License

Copyright (c) 2021 The Author(s)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Received 2021-07-29
Accepted 2021-08-17
Published 2021-10-06